Digital literacy and digital competence in EFL teaching: Teachers' perceptions and pedagogical realities

This study explores the role of digital literacy and digital competence in the teaching and learning of English as a Foreign Language (EFL), focusing on the effective integration of digital tools into pedagogical practices. It highlights two interrelated concepts: digital literacy, defined as the ability to access, evaluate, use, and create information via digital technologies; and digital competence, understood as a combination of cognitive, technical, and social skills necessary for meaningful participation in digital environments. Using a quantitative research design, the study investigates EFL teachers’ self-perceived competencies, awareness, and attitudes toward digital literacy. An online questionnaire was administered to 139 EFL teachers from Serbia and Bosnia and Herzegovina, comprising Likert-scale, multiple-choice, and open-ended questions. The findings indicate that digital literacy and competence are recognized as a core component of language education. Participants reported high awareness of their pedagogical benefits, particularly in fostering learner autonomy and confidence. However, challenges persist, the most notable of which are unequal access to technology, digital safety concerns, and limited opportunities for specialized teacher training. While the results support both hypotheses, affirming educators’ self-perceived digital literacy and competence and their educational relevance, the study underscores the need for targeted support to help language teachers apply digital tools effectively within the EFL classroom. The study offers insights into the successful integration of digital literacy and competence in language education, and urges sustained support in technology-enhanced teaching practices.